Abstract
We used an action civics curriculum and conducted a qualitative analysis of two fifth-grade classrooms in a rural setting called Green Independent School District (pseudonym). We organized the curriculum into a week-long study whereby we conducted interviews, collected student work, and analyzed teacher and student data. We focused on Baiocchi et al.'s (2014) concept of the civic imagination to analyze rural students beliefs about themselves as citizens as they engaged in an action civics inquiry model of learning. Three primary findings emerged from our data; an emphasis on solidarity by citizens in the community, student use of problem-solving through civic imagination, and challenging discussions in classroom settings.